Guidelines for the Graduate Program in Clinical Psychology. Department of Psychology. Indiana University Purdue University Indianapolis

Transcription

1 Guidelines for the Graduate Program in Clinical Psychology Department of Psychology Indiana University Purdue University Indianapolis May 28, 2014

2 CP Guidelines 2 Table of Contents Page Preface 3 1. Definition of Clinical Psychology 3 2. Organizational Structure 4 3. Admission Requirements 7 4. Financial Assistance Program Objectives Curriculum Guidelines Preliminary Examinations Admission to Candidacy Practica Predoctoral Internships Research Departmental Requirements for Master s Thesis Departmental Requirements for Dissertation Graduation Deadlines for Completing the Program Annual Student Review CP Student Awards Departmental Funding of Student Travel Orientation Communication Public professionalism websites, blogs, , & voic Student Grievance Procedures Termination Policies Program Evaluation of the CP Program Facilities 42 Appendix 1: Full Time Clinical Psychology Faculty 44 Appendix 2: Graduate Psychology Faculty 45 Appendix 3: Adjunct Clinical Psychology Faculty 46 Appendix 4: Ph.D. Course List Worksheet 47 Appendix 5: Ph.D. Sample Course Sequence 49 Appendix 6: Tentative Course Sequencing Schedule 50 Appendix 7: Preliminary Exam Proposal Timeline Form 51 Appendix 8: Practicum Training Guidelines 52 Appendix 9: Annual Review of Progress Form 79 Appendix 10: Ph.D. Milestone Attainment Checklist 84 Appendix 11: Student Course Performance Rating 85 Appendix 12: Mentor Rating of Student s Overall Performance 86 Appendix 13: Clinical Psychology Ph.D. Progress Guidelines 87 Appendix 14: CP Program Goals, Objectives, & Competencies 88 Appendix 15: Graduate Student Annual Survey 92 Appendix 16: Graduate Student Exit Interview 97 Appendix 17: Thesis/Dissertation Proposal Guidelines 103 Appendix 18: Clinical Health Psychology Emphasis 105

3 CP Guidelines 3 PREFACE The purpose of these guidelines is to give concrete information about the Ph.D. Program in Clinical Psychology at Indiana University - Purdue University Indianapolis (IUPUI). They apply to all students admitted on or after the date on the title page of this document. Students are also responsible for compliance with Purdue Graduate School policies and procedures, as indicated in the Purdue University Graduate School Policies and Procedures Manual for Administering Graduate Student Programs. Although every effort is taken to ensure the material in this document is complete, accurate, current, and consistent with all other university policies, Purdue Graduate School and Departmental policies take precedence over any information provided in this document. 1. DEFINITION OF CLINICAL PSYCHOLOGY Background and philosophy of the program. Over time, the domain of clinical psychology has greatly expanded. During the 1950s and through the late 1960s, clinical psychology adopted a narrow definition of its scope. In the 1950s, clinical psychologists typically worked in state psychiatric hospitals and the VA medical system, or taught at a university. The majority of clinical positions were located in inpatient psychiatric settings; opportunities for outpatient practice were very limited, except for the school system. With the advent of community mental health centers in the 1960s, psychologists became actively involved in outpatient mental health care, but their role was often restricted to traditional psychological testing. The populations they served were mainly individuals with emotional difficulties. Their therapeutic orientation was psychodynamic, the prevailing theoretical mode of their psychiatric colleagues. In the 1970s, the purview of clinical psychology expanded to include aspects of health care, not just mental health, and APA-accredited doctoral training programs began to offer courses in health psychology. Health psychology practice differed considerably from traditional clinical psychology. It was primarily problem-focused and relied on empirically based behavioral and social psychological research for treatment planning and intervention. More recently, clinical psychology has expanded to encompass a broad range of psychological issues under health care, and these have included health promotion as well as rehabilitation. Across all health care psychology disciplines, the common linking factor has been a strong allegiance to the scientific method. The IUPUI Ph.D. Program in Clinical Psychology (which will be referred to as the CP Program in this document) was designed to integrate the assessment and intervention strategies of empirically based clinical psychology with rehabilitation/community psychology's emphasis on optimizing the adaptation of persons with psychiatric conditions and health psychology s emphasis on understanding factors impacting the prevention, development, treatment and maintenance of health and mental health conditions. As researchers, we study behaviors, experiences, and attitudes of persons with disabilities and illness, develop and assess theoretical models that attempt to understand how behavior, health, and illness interact, and develop and evaluate treatment approaches. As practitioners, we assess individuals and their environments,

4 CP Guidelines 4 plan and implement interventions, and monitor the success of this work. The program emphasizes the acquisition of the methods, theories, and knowledge of behavioral science along with the practitioner skills of clinical psychology. As a program, we tend to focus on two areas within clinical psychology, psychiatric services and health psychology (see Appendix 18 for more detail about health psychology). Within both areas there is a strong emphasis on research. The range of populations subsumed is broad and includes such populations as persons with severe and persistent mental illness, chronic heart disease, chronic pain, cancer and addictions. Clinical psychologists specializing in health psychology and psychiatric rehabilitation practice in a variety of health care settings, such as rehabilitation centers, hospitals, medical schools, community mental health centers, vocational training programs, and psychosocial rehabilitation agencies. In addition, services that previously had been institutionally-based (e.g., psychological services for persons with severe mental illness and/or with developmental disabilities) have now become "deinstitutionalized." Clinical psychologists in these settings either supervise or are directly involved in enhancing these individuals' skills related to employment and independent living, and in altering environments that pose obstacles to successful integration into the community. The Clinical Psychology Ph. D. program at IUPUI subscribes to a clinical science model of clinical training. As such, students seeking strong research training, in conjunction with empirically based practicum experiences, would be the most desirable students for the program. The IUPUI CP Program fills an important niche. Traditional training in clinical psychology and allied health sciences has not focused on how to help individuals manage chronic physical or mental health problems. Yet much of our current health care problems are chronic in nature and necessitate a modified framework for addressing these ever-growing needs. Chronic health problems are accelerating with the aging of our population. Advances in medical technology have conquered many of the acute disease processes without a concomitant elimination of chronic illnesses and health care problems. We are also cognizant of the changes in the health care systems in the United States, which are increasingly interested in costs and outcomes of services as prime considerations. As a faculty, we are philosophically committed to teaching students methods that are effective and cost-effective. This philosophy includes a commitment to conducting research to evaluate the effectiveness and costeffectiveness of clinical approaches. 2. ORGANIZATIONAL STRUCTURE History and institutional context. The CP Program is directed by a group of core program faculty in the Department of Psychology at IUPUI. All operational and instructional decisions are made by the core program faculty, with major curriculum revisions (e.g., changes in Ph.D. course requirements) approved by the full faculty in the Department of Psychology. Organizationally, the Department of Psychology is part of the Purdue School of Science at Indianapolis, with administrative control for graduate programs ultimately residing with the Purdue Graduate School in West Lafayette, IN.

5 CP Guidelines 5 The CP Program was approved by the Indiana Commission for Higher Education in 1982 and achieved full autonomous status (equivalent to any other graduate program in the Purdue system) in The CP Program is recognized as a clinical psychology program by the National Register and is listed in their official publication. In addition, the CP Program is fully accredited by APA as a clinical psychology training program (Commission on Accreditation, 750 First St, NE, Washington, D.C., 20002, ). CP faculty make recommendations for student admissions, student funding, and for approval of each stage of the student's Ph.D. program of studies (i.e., plan of study, masters thesis, preliminary examination, admission to candidacy, doctoral dissertation, and awarding of Ph.D. degree). The Dean of the Purdue Graduate School has the responsibility for formal approval, which is true for all doctoral programs in the Purdue system. Core CP faculty are responsible for all curriculum decisions, recruitment and selection of students and clinical psychology faculty, monitoring of student progress, mentoring of students, identification and coordination of practicum and internship experiences, and all other program activities. These decisions are made in the context of other graduate psychology programs (i.e., the Ph.D. program in Addiction Neuroscience, and the M.S. program in Industrial/Organizational Psychology) within the Department of Psychology. The Director of Psychology Graduate Training and the Department Chair are consulted on these decisions as they have an impact on other programs. The executive committee within the Psychology Department advises the Department Chair on major administrative decisions. Membership on this committee includes representatives from each of the three graduate areas (including the CP Program). The Director of the CP Program is appointed by the Chair of the Department of Psychology. Other faculty members within the Department of Psychology and faculty members from other University departments may be invited to join the CP committee on the conditions that 1) they are qualified, and 2) they agree to make a substantive contribution to the program. Before an invitation is extended, the qualifications of the proposed member are discussed and voted on by the CP Committee. All members, regardless of primary departmental affiliation, have full voting rights within the CP Committee. Individuals eligible for status as core CP faculty must be full-time faculty in the IUPUI Department of Psychology and meet the following three requirements: l) doctorate in psychology, 2) published pertinent articles in refereed journals (except in the case of the Assistant Director, who also coordinates practica), and 3) expertise in a recognized area of clinical or health psychology. Core faculty must also be eligible to supervise dissertation research (or, for recently-appointed faculty members, be in the process of qualifying for that role). The CP Committee consists of all core and supporting faculty members. This committee is responsible for the administration of the CP program. Adjunct faculty members affiliated with the program are also invited to participate on this committee's

6 CP Guidelines 6 work, although, as a general rule, their full-time commitment to their professional position outside the university precludes active involvement. The CP Committee, however, actively consults with adjunct faculty members when their expertise may contribute to some task. For example, ad hoc Search and Screen Committees to hire new faculty members have invited adjuncts to serve as a regular member of those committees. A student representative, elected by students actively enrolled in the doctoral program, is invited to attend open meetings of the CP Committee as a nonvoting member in order to provide the students' perspective. The student representative will be excused from discussions of specific student performance. The student representative is expected to serve no more than one year. IUPUI uses "responsibility-centered budgeting" as the decision-making mechanism for allocation of funds. The School of Science (in which Psychology is located) receives a budget each year, based on several factors, including total amount allocated to IUPUI by the state legislature, student enrollment, faculty salaries, research funding obtained, and so forth. The Dean of the School of Science, in turn, distributes funds to each of seven Departments within the School, based on similar factors. Since its inception in 1982, the Ph.D. program in Clinical Psychology has received strong support from the Department Chairs (Dan Landis, 1982; John Hazer, ; John Kremer, ; J. Gregor Fetterman, ; Kathy Johnson, ; Jane Williams, ; Peggy Stockdale, 2012-present). This has meant tuition and stipend for all Ph.D. students in good standing during this entire period. The current chair is committed to providing continued funding at a similar level. The Department of Psychology has also supported the CP program by hiring new faculty, purchasing equipment and supplies, and teaching required core courses. The full faculty in the Department initially approved the development of the Ph.D. Program in Rehabilitation Psychology in The faculty has consistently supported substantial departmental expenditures at each point of the program's evolution when formal approval was called for. Thus, the Department is the primary source of financial support for the Ph.D. program in Clinical psychology. Current faculty. The Clinical Psychology faculty are listed in Appendix 1. The full-time faculty consists of 10 core faculty members (Cyders, Guare, Hirsh, McGrew, Minor, Mosher, Rand, Salyers, Stewart, & Zapolski). Michelle Salyers serves as the Director of the Clinical Psychology Program and John Guare serves as the Assistant Director of Clinical Training and also coordinates practicum placements. These faculty are responsible for administering the program, serving on students research committees, teaching courses, providing clinical supervision, providing supervision of students' teaching, and serving as role models. Other qualified faculty members outside the CP Committee teach courses and serve on thesis and dissertation committees. In particular, the faculty members in the two other graduate areas (Industrial/ Organizational Psychology and Addiction Neuroscience) are frequent contributors to the CP program (examples are listed in Appendix 2) as are the adjunct CP faculty (listed in Appendix 3). Not listed are other faculty members in other academic units within the

7 CP Guidelines 7 university (e.g., Nursing, Medicine) who may have roles in the training and supervision of students that have not yet been formally recognized in adjunct faculty status. 3. ADMISSION REQUIREMENTS Procedures. Students will be admitted to the program only at the beginning of the Fall Semester. The CP program is designed for full-time students only. All admission materials for the Ph.D. program must be submitted by December 1. Admission material consists of: 1) a graduate school application that can be electronically submitted; 2) a full set of undergraduate and graduate transcripts; 3) three letters of recommendation; 4) verbal and quantitative GRE (Graduate Record Examination) scores; 5) Personal Statement; and 6) answers to the departmental questions. Additionally, international students must submit Test of English as a Foreign Language (TOEFL) scores. Requirements for admission. The Clinical Psychology program at IUPUI subscribes to a clinical science model of clinical training. As such, students seeking strong research training, in conjunction with empirically based practicum experiences, would be the most desirable students for the program. Admission to the program is competitive and only under unusual circumstances will students be considered for admission who fail to meet these standards: An undergraduate and graduate grade point average of 3.2 or higher on a 4-point scale. A minimum composite GRE (Verbal & Quantitative) score of 1200 is preferred, corresponding roughly to a verbal score of 161 and quantitative score of 151. NOTE: GRE scores for applicants accepted for admission to the program during the past 8 years averaged 160 on the Verbal and 154 on the Quantitative subscales. Three favorable letters of recommendation. A personal statement displaying an interest in clinical psychology, especially in the areas of psychiatric rehabilitation or health psychology. Prior research experience is strongly recommended, but not required, for admission. Undergraduate Prerequisites. Except in unusual circumstances, students admitted to the program are expected to complete at least 15 credit hours in psychology. Although there are no specific undergraduate course prerequisites for program entry, students without coursework in the following areas will likely be at a disadvantage when taking some of the required courses: (1) tests and measurement, (2) statistics, (3) human physiology or physiological psychology, and (4) abnormal psychology. Students without preparation in these areas may be asked by their instructors to complete some remedial activity prior to enrolling in the graduate course (e.g., reading an undergraduate text or taking an undergraduate course). Completed applications received by the application deadline are reviewed by the Admissions Committee, consisting of the core CP faculty, in December. After the folders are reviewed individually by each faculty member, a meeting is scheduled in which an initial pool of candidates is selected. Candidate selections are made using the following criteria: research experience, GPA, strength of undergraduate education, GRE scores,

8 CP Guidelines 8 and letters of recommendation. The compatibility of student interests with those of the faculty and the program emphasis is also considered. Candidates are then interviewed by faculty during a day-long onsite visit to the campus, usually scheduled in January or early February. Candidates also meet individually and as a group with current CP graduate students. Telephone interviews may be conducted if the applicant is unable to attend the interview day. The Department Graduate Coordinator is responsible for the logistics of planning the Interview Day, under the supervision of the Director of the CP Program. Following the interviews, the CP Committee meets again to make final selections. The candidates are then rank-ordered with primary selections and alternates. Recommendations by the CP Committee are forwarded to the Director of Graduate Programs in Psychology and the Chairman of the Department for their concurrence. Those approved at this level are then contacted by telephone, with acceptance letters sent to the applicants. Simultaneously, the paperwork is forwarded to the Graduate School at IUPUI for final approval. Throughout our history, the Graduate School has concurred with all recommendations made by the IUPUI Department of Psychology. Each year between five-to-eight Ph.D. applicants are recommended for admission by the CP Committee, with all the faculty committee members participating in the selection process. The exact number of acceptances is determined by a consideration of (1) qualifications of applicants; (2) capacity to provide quality training to all students; and (3) capacity to provide assistantships or other sources of support to all new and qualifying returning Ph.D. students (as defined in the next section). More qualified applicants apply to the CP program than can be admitted. Thus, recently, the first criterion has not been the limiting factor. The second criterion assumes a ratio of about 6 students to each core faculty. With 9 current core faculty who can mentor research, this means that the program maximum capacity is approximately 54 students. As a practical matter, the financial aid is currently the most salient limiting factor for Ph.D. admissions. Our current algorithm, taking into consideration fellowship, grant, and departmental support, is that, conservatively, 5 Ph.D. students can be funded for 4 years each. The final selection of candidates is made shortly after the Interview Day from a list of rank-order applicants that would be admitted given available slots. Following American Psychological Association Guidelines, applicants must communicate whether they accept the offer for admission by April 15. The rank-order list of accepted applicants provides the next individual who will be offered acceptance into the program if an initial offer is rejected. Finally, the selections are sent to the Graduate School at West Lafayette for final approval. CUDCP policies governing the making and accepting of offers of admission. The IUPUI CP program is a member of the Council of University Directors of Clinical Psychology Programs (CUDCP) and adheres to their guidelines concerning admissions. These guidelines are listed below.

9 CP Guidelines 9 1. The policies listed here should be sent to all students applying to CUDCP-member graduate programs (or other graduate programs that have adopted these guidelines). Whenever possible, undergraduate advisors for students seeking admission into graduate programs of clinical psychology should familiarize the students with these guidelines, emphasizing the importance of adhering to the guidelines for the benefit of other students. 2. To facilitate decision making for students, training programs should inform students as soon as possible that they have been excluded from consideration for admission. 3. A student can expect to receive offers of admission to programs over a considerable period of time. The timing of offers to students largely is determined by the University s review schedule, which is a strictly internal matter. Regardless of when the offer is made, students are not required to respond to the offer before the decision date of April 15 (or the first Monday after April 15, if April 15 falls on a weekend), except as specified in Section 6 below. a. Offers usually are made in writing prior to April 1st. Between April 1st and the decision date, universities may choose to facilitate the process by making offers to students over the phone or by when a position comes up. These offers are official, but should be followed up by a written confirmation within 48 hours. b. Offers, once made, cannot be withdrawn by the university until after the decision date and then can be withdrawn only if the student fails to respond to the offer by the decision date. c. A program may make an offer after the April 15th decision date if it still has one or more open slots. Offers made after the decision date should clearly state how long the student has to decide on the offer. The student should be given sufficient time (at least a week) to visit a program before making a decision. 4. Offers with funding are treated like any other offer. There should be no stipulation by the University that the offer carries funding only if the student accepts by a specific date that precedes the decision date described above. 5. The Director of Clinical Training or the designated person in charge of graduate admissions should make every effort to inform students on the alternate list of their status as soon as possible. a. The procedure of designating all students who have not been offered immediate admissions as alternates is inappropriate. The University Training Program should have a procedure for identifying those students who clearly will not be offered admissions. b. A reasonable designation of the student s position on the alternate list is encouraged, if applicable (e.g., high, middle, or low on the alternate list). If such a designation is used, the operational definition of "high on the alternate list" is that, in a normal year, the student would receive an offer of admission (but not necessarily funding) prior to the April 15 decision date. c. Once the class has been filled, students on the alternate list should be informed that they are no longer under consideration for admission. Students who were designated "high on the alternate list" should be informed by phone or A student should not hold more than two offers for more than one week unless there is specific information (e.g. a visit is scheduled, funding decisions, advisor decisions) they are waiting to receive from the program. Difficulty making up one s mind is not considered an adequate excuse to limit the options available to other applicants. Holding multiple offers ties up slots, preventing programs from making offers to other students. This is a complex principle operationalized in the points below. a. It is legitimate for students to want to visit a program, if they have not done so already, before making decisions among offers. Such visits should be scheduled as soon as practical after the offer of admission is received. If after a visit to a program the student decides that the program is rated lower than a program that the student has already been offered admission to, the student should inform the lower rank program that they will be declining their offer. b. Whenever possible, the student applicant should inform training programs by phone or of a decision, following up within 24 hours with a written confirmation of that decision.

10 CP Guidelines 10 c. Once a student has accepted an offer of admission to a Graduate Training Program, the student should inform all programs in which they are currently under consideration that they are either declining outstanding offers of admission or no longer wish to be considered for admission. Students should contact by phone or those programs that have offered them admission. 7. It is the responsibility of the Director of Clinical Training or the designated person in charge of graduate admissions to keep students informed of changes in their status. Ideally, the student should be informed immediately by phone or . Offers of admission or offers of funding for students already offered admission should be made over the phone or with a follow-up letter mailed within 24 hours. 8. The current policy statement of the Council of Graduate Departments of Psychology allows students to resign offers they previously accepted up to the April 15th decision date by submitting the resignation in writing (preferably by immediately followed up by a letter). The purpose of this policy is to avoid pressure on students to accept offers before they have heard from other schools. Although withdrawing an acceptance is legitimate, it is not good form and is very strongly discouraged. A much better approach is to accept a position only if you intend to follow through on your commitment. Students have the right to hold offers as described above if a preferable offer is still possible. Except in very unusual situations (e.g. serious illness or major personal problems), a student who accepts an offer of admission is expected to start the graduate program the following fall. Upon request, programs may grant a deferral but they are not obligated to do so. Training lines are severely limited and failing to use a line once it has been offered prevents other qualified students from obtaining training. 4. FINANCIAL ASSISTANCE The Department of Psychology has various forms of financial aid available to graduate students. Since its inception, the CP program has provided tuition remission and half-time assistantships during the academic semesters (that is, fall and spring semesters) to all Ph.D. students in good standing. Currently, we are able to provide assistance for at least four years for all doctoral students in good standing. Note, however, that provision of assistance is always conditional on university, school and departmental financial health. Sources of financial assistance include University Fellowships, awarded to promising first-year students by a university committee. This one-year fellowship for Ph.D. students is currently an award in the amount of $22,000. In addition, the fellow is awarded a fund of $800 for research expenses. These fellowships are very competitive; however, the CP Program has been fortunate to obtain one or two of these each year for the past several years. A second fellowship is the Research Investment Fund (RIF) Fellowship, administered by the School of Science, and funded through the IUPUI Graduate Office. These fellowships are also competitive, and are used to support research activities (many students earn part of their support through a RIF fellowship and part of their support through a teaching assistantship). The RIF Fellowship may be awarded to newly admitted students or to outstanding students already in the program. In the case of both of these fellowships, the department is committed to provide assistantship support (from other sources) in subsequent years for students in good standing who receive these

11 CP Guidelines 11 awards upon admission. In past years, the Department of Psychology has always fulfilled this commitment for continued support. Fellowship recipients generally do not have pre-assigned duties either in teaching or on a specific research project. However, all Fellowship recipients must engage in research and scholarship within the department. To this end, students are required to identify a mentor and research or scholarly activity that will fulfill this requirement. Thus, Fellowship recipients have the flexibility and freedom to seek out rewarding educational activities that meet their particular educational goals. The expectation is that these scholarly activities will approximate 20 hours per week. The freedom from pre-assigned activities, then, allows Fellowship recipients to be more self-directed. Assistantships are a further source of support. Assistantships include research and teaching assistantships. Some efforts are made to match the interests of students with the assistantship duties, but departmental needs are primary. Assistantship support currently is $14,000 (AY: ) for the main academic calendar (i.e., Fall and Spring Semesters). In return, students are expected to work 20 hours per week under the supervision of a faculty member. Summer support for a few graduate students is occasionally available. Most summer support comes through research grants and contracts funded within the Department of Psychology or within other units of the university. Graduate student academic fee remission normally accompanies a research or teaching assistantship and a Fellowship. For any given semester, fee remission is limited to 12 credit hours or fewer. Fee remission covers tuition costs except for approximately $35- $45 per credit hour, which the student must pay. This is termed the non-remittable portion of tuition. In addition, students may have to or wish to enroll for more than 12 hours of credit. In these instances students are responsible for tuition over the 12 hours. Students are also responsible for all technology and activity fees. The source of funding for many research assistantships are grants and contracts awarded to faculty members (mostly psychology faculty, but faculty members with grants in other departments have also supported CP students). The principal investigator has the prerogative for hiring graduate students and for setting the conditions for employment, provided they are consistent with departmental guidelines. Research duties vary widely, but often involve collecting bibliographies, designing and conducting research, and conducting statistical analyses. The assistantships are intended to serve the dual purpose of training students as well as achieving the goals of the research or contract. Teaching assistantships are awarded according to the guidelines developed by the Departmental Chair, with counsel from the CP Committee. Teaching duties vary widely depending upon assignments; they may include grading exams, meeting with students, preparing exams, and/or lecturing. Opportunities include independent teaching of the recitation sections of the introductory psychology course, or sections of undergraduate courses in Developmental Psychology and Abnormal Psychology. The teaching load typically is 6 credits per semester (e.g., two 3-credit sections of the same course).

12 CP Guidelines 12 Students who are hired as instructors must enroll in a zero-credit Seminar in Teaching Psychology, to be taught by designated psychology faculty during the summer months, or arrange for similar instructional experiences through the IUPUI Preparing Future Faculty program. There are other departmental assistantships that do not involve independent responsibility for teaching courses. These assistantships include the management of the student satisfaction evaluation system and assisting the teaching of laboratory courses. The job responsibilities for these assistantships are negotiated with the Department Chair, with counsel from the CP Committee. Students should consult their major advisor before considering a teaching assistantship. The CP Committee meets with the Department Chair before and after the admissions process to attend to budgetary matters. The Chair provides the Committee with a budget from which the assignments must be made, recognizing that assistantship support must be subsidized beyond the amount that otherwise would be paid to part-time instructors (currently approximately $3000 to $4000 per course). All students are required to attend the CP program on a full-time basis. Full-time student status includes enrolling in at least 9 credit hours of coursework and participating in other scholarly activities (e.g., attending research seminars). For students who have completed most of their course requirements, the 9-credit hour requirement will be waived with the approval of the student's major advisor. All Ph.D. students are also required to be involved continuously in research while they are enrolled in the program. Therefore, Ph.D. students enrolled in this program may not engage in competing activities, such as concurrent enrollment in another program (e.g., law school), regular employment (20 hours or more), or extensive volunteer work prior to admission to the Ph.D. candidacy. Occasionally, students may find that they have the time and the opportunity to engage in brief (e.g., two weeks) employment or volunteer work. Another exception is that students may engage in paid clinical work (assuming it is properly supervised), with permission of the CP Committee. However, prior to engaging in any of these outside activities, all students must obtain approval from the CP Committee. Failure to do so will jeopardize the student's standing in the program. Regular employment is permitted during summer periods. Students are encouraged to aggressively seek outside funding. CP Committee members are also expected to join in this search. Funding may come from a variety of sources. These alternatives ordinarily should be similar in form and intent to departmental assistantships, contributing to the professional training of students, in areas such as research, teaching, and clinical work. Students should keep their major advisor fully informed and ordinarily should be under the direct supervision of a CP psychology faculty member (which include adjunct faculty). The student, the student's supervisor at IUPUI, and a representative from the funding source should sign a written contract describing the rights and responsibilities of this arrangement. In addition to funding through the psychology deparment, past students have sought support through grants such as National Research Service Award (NRSAs) or F31 through the National Institutes of Health or the Predoctoral Fellowship through the Training in Research for Behavioral Oncology and Cancer Control Program. Limited

13 CP Guidelines 13 funding opportunities (e.g. Educational Enhancement Grant) may also be found through IUPUI s Graduate Office website: Students have the right to refuse all assistantship support from the department. However, past experience suggests that students who are not working closely with a faculty member find it more difficult to develop a professional identity. The assistantship role is not only a mechanism for financial assistance but also often serves an important function in role development. 5. PROGRAM OBJECTIVES As noted earlier, our program subscribes to a clinical science model of clinical training. Accordingly, students seeking strong research training, in conjunction with empirically based practicum experiences, will be the best fit for the program. Graduates of this program will be qualified to assume positions as academicians, researchers, evaluators, trainers, executives, direct service planners, consultants and providers. The CP program embraces a series of 3 overarching goals and 7 subsidiary objectives for training at the Ph.D. level as outlined below. Upon graduating from the program, students will be able to demonstrate a high level of competence in each of these areas. Goal 1: To produce graduates who are capable of making independent contributions to the scientific knowledge base of clinical psychology. Objective 1A: Students will demonstrate knowledge in the breadth of scientific psychology, including historical perspectives of its foundations and development. Objective 1B: Students will demonstrate knowledge in the theory, methodology, and data analysis skills related to psychological research Objective 1C: Students will demonstrate the ability to generate new scientific knowledge and theory related to the field of psychology. Goal 2: To produce graduates who can competently integrate the science and practice of clinical psychology and can provide evidence-based services. Objective 2A: Students will acquire knowledge and skills in the assessment of individual strengths and weaknesses, as well as the diagnosis of psychological problems and disorders. Objective 2B: Students will acquire knowledge and skills in the conceptualization, design, implementation, delivery, supervision, consultation, and evaluation of empirically supported psychosocial interventions for psychological problems and disorders. Goal 3. To produce graduates who demonstrate they can conduct themselves in culturally sensitive and ethical ways in the practice and science of clinical psychology.

14 CP Guidelines 14 Objective 3A: Students will demonstrate sensitivity, knowledge, and skills in regard to the role of human diversity in the research and practice of clinical psychology. Objective 3B: Students will demonstrate a working knowledge of the APA ethical code and will demonstrate their ability to apply ethical principles in practical contexts. 6. IUPUI CLINICAL PSYCHOLOGY CURRICULUM GUIDELINES Credit hour requirements consist of a minimum of 90 semester hours of graduate work, plus completion of any undergraduate prerequisites that may not have been completed prior to acceptance into the program. It is expected that the Ph.D. degree will take a minimum of 5 years of full-time, post-bachelor s work. This will include about 3 years of coursework, 1 year for the dissertation, and 1 year of internship. Students should consult with their major advisor when choosing optional courses. Although students may take additional electives, more research credit, or additional practicum, students are required to take a minimum number of credit hours in the following areas: Clinical Psychology Core 21 Statistics and Methods 12 Psychology Breadth 15 Emphasis area/advanced Courses 6 Electives 9 Practica 12 Thesis 3 Dissertation 12 Internship (off campus) 1 Teaching instruction/experience 0-1 Clinical Peer Supervision 0 Appendix 4 provides a checklist of coursework for the Ph.D. The required courses for the Ph.D. are as follows: Clinical Psychology Core (21 credit hours): Psy I664: Clinical Assessment I Psy I669: Clinical Assessment II Psy I665: Clinical Intervention I Psy I666: Clinical Intervention II Psy I670: Ethical, Legal, & Cultural Issues in Psychology Psy I591: Psychopathology Psy I691: Proseminar in Clinical Psychology (3 credits distributed over 6 semesters) Statistics and Methods (12 credit hours): Psy 600: Statistical Inference Psy 601: Correlation and Experimental Design Psy I643: Field Methods

15 CP Guidelines 15 One additional statistics/methods course, such as: Psy 605 or Stat 52400: Applied Multivariate Analysis Psy 608: Measurement Theory Psy 611: Factor Analysis Stat 53300: Nonparametric Statistics Psy 590: Qualitative Methods in Psychology Psychology Breadth (15 credit hours): Biological aspects of behavior Psy 615: Introduction to Physiological Psychology Cognitive aspects of behavior Psy 518: Memory and Cognition Developmental aspects of behavior Psy I650: Life Span Development Social and affective aspects of behavior Psy I640: Survey of Social Psychology History and systems (also covered in other courses) Psy 540: History of Psychology Emphasis Area-Advanced Courses (At least 2 additional courses): Two courses must be chosen from the following list. Additional specialty courses that can fulfill this requirement may be offered as interest arises. In the past these have included family therapy in health psychology, and schizophrenia. The two additional courses may be chosen from this list, from other psychology course offerings not taken to fulfill other curriculum requirements (e.g., additional breadth courses), or from another discipline (with approval from major advisor). The specialty-advanced-course requirement is to be determined and approved by the student s plan-of-study committee. Also see Appendix 18 for more information about Health Psychology Emphasis. Psy I614: Psy I618: Psy I613: Psy 646: Psy 590: Psy I675: Psy 535: Behavioral Medicine Interventions in Health Psychology Psychiatric Rehabilitation Personality Dialectical Behavioral Therapy Human Neuropsychology Clinical Neuroscience Courses without assigned faculty currently Psy I676: Principles of Clinical Neuropsychological Assessment (Inc. Lab I677) Electives: Students can choose as an elective any graduate course approved by the plan of study committee, including graduate courses taught in other departments.

16 CP Guidelines 16 Additional practica and research credit, including independent study, also may count as electives. The list below includes only courses taught within the psychology department. Psy I545: Psy 570: Psy 572: Psy 590: Psy 622: Psy 624: Psychopharmacology Industrial Psychology Organizational Psychology Drugs of Abuse/Addictive Behavior I Animal Learning Human Learning & Memory Minor in Social Science Approaches to Health and Healing Systems (SAHS): Students may take electives from other departments either at IUPUI or IUB. For students interested in Health Psychology, the SAHS minor provides a list of courses that may be of interest (see URL below). With the approval of their plan of study committee, students also may formally apply to participate in the minor. The SAHS minor is a cross-departmental/school/campus program open to Ph.D. students at Indiana University (IUB and IUPUI campuses). It requires four courses (a minimum of 12 credit hours) from the approved list, including at least one of the following: S660 (Medical Sociology and Social Psychiatry, Part I or II, offered at IUB), SOC R515 (Sociology of Health and Illness, offered at IUPUI), or SOC R585 (Social Aspects of Mental Health and Mental Illness, offered at IUPUI). One of the courses included as part of the minor program may be from the student s disciplinary major. The minor is administered by the Department of Sociology, IUB. Interested students should consult with the director of the minor to develop a course plan. For a complete description of the minor see the graduate school academic bulletin: Courses from other departments. The CP program encourages faculty advisors and students to think broadly in formulating a plan of study that responds to the unique educational goals of each student. For example, the plan of study may, and often does, include courses from other departments. Currently, departmental policy is to pay for one course outside of the department/school. Accordingly, students should consult with their advisors and the Director of the CP Program when choosing to include multiple courses on their plan of study from outside of the department. Research credits. Any student (whether on appointment or not) must be registered during each semester or summer session when doing research utilizing faculty direction or consultation and/or requiring the use of University facilities. Research includes literature reviews and thesis writing. A student s research registration should be proportional to the amount of time devoted to research activities, with 18 semester hours representing the maximum registration per semester. It is important to keep in mind that under-registration for research is likely to result in the accumulation of insufficient resident study credits. (At least 90 credit hours are required for the Doctoral degree). Students must also be registered for any semester or summer session in which they plan to hold a preliminary or final examination.

17 CP Guidelines 17 Teaching experience. All doctoral students are expected to gain experience and instruction in teaching. This is certainly important for those who have academia as a goal, but also of importance for health- and research-focused students who will likely use teaching skills in staff development, psychoeducational therapeutic activities, providing instruction concerning research protocols, and the other educational activities of psychologists in applied settings. In the past, the department has offered a course on teaching during the summer (0 hour credit). The IUPUI Preparing Future Faculty Program also offers teaching workshops through the Center for Teaching and Learning that may fulfill the didactic portion of this requirement. In addition, faculty-mentored teaching of a university course can be arranged. The overall goal is to provide students formal education in teaching along with classroom experience. Classroom experience can range from several supervised lectures to complete course responsibility. These activities may be part of teaching assistantships or instructorships. Students must consult with their major advisor to determine the level of teaching experience that is of most benefit. The student s plan of study committee will also give guidance on the appropriate level of teaching experience. Course Sequence and Curriculum Philosophy. A sample course sequence for graduate work for the Ph.D. is attached in Appendix 5. It reflects the program philosophy of a movement from more general courses in the first year to specialization during the second year of coursework. All practica must be completed before beginning the internship. The above curriculum satisfies APA s requirements regarding general psychology. Scheduling of courses is dependent on student enrollment, which may modify the sequencing of courses for students. For this reason, subject to faculty teaching loads and availability, the Intervention and Assessment sequence may be offered on alternate years. Specialty courses are offered on the basis of both instructor availability and demand; typically they are offered on alternate years. Each general psychology core course is offered at least once every two years. Students are polled at the time of scheduling to determine scheduling needs. Reasonable accommodations are made to assure courses are offered in a timely fashion. Attached in Appendix 6 is a tentative course sequencing schedule outlining when upcoming courses will be offered. While this course sequencing schedule must necessarily be tentative due to sabbaticals, sick leaves, or changes in status, it provides a helpful planning tool for faculty and students. Plans of study. Upon admission to the program, each student is assigned a liaison who serves as the academic advisor until the student selects an advisory committee. The chair of each advisory committee (generally the person directing the student s research) will subsequently serve as the student's academic advisor. Students are required to form their advisory MS thesis committee no later than May 15 of their first year in the program. Students will not be permitted to register for courses for Fall Semester (second year) until their plan of study has been approved. Students are encouraged to discuss a tentative plan of study as soon after enrollment as possible. The Request for Ph.D. Degree Advisory Committee and Plan of Study Approval forms for the Ph.D. are available through the Graduate Coordinator. The

18 CP Guidelines 18 Graduate Coordinator assists students in the logistics of submitting forms. It is the student s responsibility to complete all forms and obtain the necessary signatures. When forms are completed, they are submitted to the Graduate Coordinator. Credit for prior graduate degree or coursework. As mentioned above, Purdue University requires a minimum of 90 credit hours of study for the doctorate degree. Students entering with prior graduate work may be eligible for course credit toward the 90 credit hours. For students who do not have a Masters degree in psychology, a maximum of 24 semester hours may be transferred in from another graduate program, although typically students are able to transfer in no more than 12 semester hours. Students with a Master s degree in psychology may be allowed to reduce the minimum hours required for the doctoral degree to 60 credit hours. However, in this case, students may not also earn a Master s degree in clinical psychology from Purdue University. In general, students with a Master s degree will reduce their time in the program by one year. However, it is critical to note that the Doctoral Plan of Study still must adhere to our guidelines. If preparation is lacking in areas required by the program, the hours needed may exceed the 60 hour minimum. The procedure for determining if prior coursework provides sufficient coverage of required curricula is outlined below. There are Purdue Graduate School limitations on using courses from other colleges; for degree requirements, see the Purdue University Graduate School Policies and Procedures Manual for Administering Graduate Student Programs. A student wishing to petition for receiving credit for previously completed graduate courses should first meet with his/her major advisor. For non-iupui courses, the student should bring a transcript and course syllabi to the meeting. Ordinarily, documentation for course equivalency will include a grade of B or better in a graduate-level course with appropriate course content as indicated by the course outline and reading list. Using this documentation, the student and advisor will collaboratively identify courses that may substitute for requirements in the curriculum. When appropriate, the advisor will contact the instructor of the corresponding course in the CP curriculum. As a usual rule, intervention and assessment courses are not waived, regardless of prior coursework (outside of IUPUI). In addition, no more than two specialty courses may be waived. The advisory committee makes recommendations to the Graduate School regarding the plan of study and course waivers. Final approval rests with the Graduate School. The advisor is also responsible for monitoring the sequencing of courses in order to assure that the student completes his/her course requirements in the allotted time. Ordinarily students are expected to follow the prototypical course sequence, although some latitude is acceptable. 7. PRELIMINARY EXAMINATIONS Introduction: In the Preliminary Examination, doctoral students demonstrate evidence that they are prepared to advance to doctoral candidacy through the independent preparation of a

19 CP Guidelines 19 critical review of the literature that (a) is empirically-grounded and (b) serves to advance theory or knowledge. The examination also enables students to demonstrate their specialized knowledge of a particular research literature related to clinical psychology and the problems associated with it. The writing of this review paper and its defense before a faculty committee assesses the student s ability to (1) define and clarify a problem of a workable scope; (2) identify the relevant literatures, discriminating among more vs. less important contributions; (3) summarize previous investigations, presenting the appropriate level of empirical detail and discussing theoretical significance of the reviewed studies; and (4) synthesize, evaluate, or discover some contribution to new knowledge. This final outcome can take a variety of forms, including: A systematic evaluation of alternative theories to determine which theoretical position is sustained by the majority of evidence Proposing new theories and/or methodologies Revealing flaws in current theories and/or methodologies and suggesting means by which they might be eliminated Pointing out gaps in the knowledge base and arguing why and how these gaps should be filled Proposing new research that could address issues that emerge from the review. The overarching objective is to achieve the type of paper that might be published in Psychological Bulletin or Psychological Review. Samples of papers published in these journals from the clinical psychology literature are excellent models for this work. The final paper should be of publishable quality, and students are strongly encouraged to submit it for publication. Preliminary Exam Proposal: Proposal. The proposal for the preliminary examination should be developed in consultation with the student s faculty advisor, who should play a major role during the development stage. The proposal should include no more than 8 double-spaced pages (excluding title page, references, outline, and codebook), should stipulate the central thesis or question to be addressed, and should describe the literatures to be reviewed in relation to this thesis and the rationale for their inclusion. If there has already been a previous review of this literature, the student should specify what has happened since that time to justify the current review. Finally, the student should indicate what previous written work (if any) he or she has completed that is related to the central thesis. An outline of the major sections of the review paper should be provided, as well as a selective reference list. Proposals should be considered to be a work in progress that will likely be revised based on feedback from the committee. Committee Composition. The Preliminary Exam Committee should be composed of at least three faculty members and must be chaired by the student s advisor, who must be a core member of the Clinical Psychology program. At least one additional member

20 CP Guidelines 20 must also be a core member of the Clinical Psychology program, and one member can be a faculty member from outside of the program (e.g., faculty from other areas of psychology, faculty who hold appointments in other IUPUI schools or the IU School of Medicine, etc.). Committee membership must be approved by the Clinical Psychology Program. Procedures for Initiating Review of the Preliminary Exam Proposal. After the student identifies potential committee members in consultation with his or her advisor, the proposed roster should be submitted to the Director of the CP Program for official program approval. After approval, the students should contact potential committee members to determine their willingness to serve. Should particular individuals decline, the student should modify the committee roster in consultation with the advisor and repeat this process until a committee has been finalized. A proposal meeting should then be scheduled, and the written proposal should be circulated electronically to committee members at least two weeks prior to the proposal meeting. The Proposal Meeting. Proposal meetings should be scheduled for 90 minutes in a small conference room in the Psychology Department. Students should be prepared to present a brief overview of their proposal prior to responding to questions from the committee members. Committee action is either to approve the proposal, tentatively approve it providing revisions are made, or reject the proposal. The committee s decisions are communicated in writing to the student and copied to the Director of the CP Program. Some possible reasons for rejecting or requesting modifications of a topic are: The topic, as presented, has been treated recently in the literature or has been done for another recent qualifying examination. The student has already completed a review paper on this topic. The topic was covered in detail in a course taken by the student. The topic does not fall within the domain of clinical psychology (broadly defined). The topic is too broad or narrow (as presented, there is too much or too little relevant literature). The topic does not lend itself to a research review because its literature does not contain much systematic, planned research. If revisions are requested by members of the committee, the student will have up to one month from the date of the proposal meeting to make the required changes and resubmit to committee members. Committee members may choose to respond to the changes electronically (within 2 weeks of receipt of the revised proposal), or the student s advisor may convene a second meeting to evaluate the proposal. Should the revisions not be adequate, the student may have up to one additional month to respond to committee feedback. At this point, the committee must be reconvened for another (final) proposal defense. Proposals that remain unacceptable will be rejected, and the student must select an alternative topic and re-initiate the process.